Kingdom of Bahrain

Ministry of Education

Tariq Ben Zeiad Intermediate Boys' School

English Department

 

Achieved Workshops

1.

 

Title

  Giving Feedback to Students

Objectives

1-to raise the awareness of feedback

2-to improve students' performance

Presented by

   Husain Ali Qasim

Job title

English Senior teacher

School

Tareq Ben Zeiad Intermediate Boys’ School

Date:

Monday, June 18th , 2007

Time

9:00-11:00 am

Venue

School  Learning Resources Centre

Beneficiaries

Senior teachers of Muh. Cooperative Schools School Staff &

Training Assessor

Mr. John De Ath ( British Council- Manama)

 

 

 

 


2.

 

 

Title

  Teaching Speaking Skills

Objectives

1-To highlight strategies of teaching speaking

Presented by

   Husain Ali Qasim

Job title

English Senior teacher

School

Tareq Ben Zeiad Intermediate Boys’ School

Date:

Sunday, April 29th , 2007

Time

9:00-11:00 am

Venue

School  Learning Resources Centre

Beneficiaries

Senior teachers of Muh. Cooperative Schools School Staff &

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                     

 

 

                                           

 

                                3.

 

Title

  Listening Strategies

Objectives

1-To highlight strategies of teaching listening

Presented by

   Husain Ali Qasim

Job title

English Senior teacher

School

Tareq Ben Zeiad Intermediate Boys’ School

Date:

Sunday, December 4th , 2005

Time

9:00-11:00 am

Venue

School  Learning Resources Centre

Beneficiaries

Senior teachers of Muh. Cooperative Schools School Staff &

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                                                                                     

 

                                4-

 

Title

  Teaching Observation

Objectives

to enable Senior teachers to systematize class visits

Presented by

   Husain Ali Qasim

Job title

English Senior teacher

School

Tareq Ben Zeiad Intermediate Boys’ School

Date:

Sunday, December 4th , 2005

Time

9:00-11:00 am

Venue

School  Learning Resources Centre

Beneficiaries

Senior teachers of Muh. Cooperative Schools

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                 5-

 

Title

  Lesson Planning

Objectives

to enable teachers to be aware of importance of lesson planning

Presented by

   Husain Ali Qasim

Job title

English Senior teacher

School

Tareq Ben Zeiad Intermediate Boys’ School

Date:

Sunday, March2 4th , 2004

Time

9:00-11:00 am

Venue

School  Learning Resources Centre

Beneficiaries

Senior teachers of Muh. Cooperative Schools School staff&

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In-Service Development Articles

 

Tareq B. Zeiad School

English Department

In-Service Professional Development

 

                                                                     October 8th ,06

 

 

TEACHING STYLE

What the teacher should be bringing to the class is enthusiasm and interest, and this should dictate the style. In the ideal classroom the level of interest will be shared and mutually generated. If the interest and enthusiasm are absent , then it is certainly the teacher who should change first - followed by the learners!

The ultimate aim of any teacher is to be understood by the students he is teaching. There is nothing wrong in the teacher having his own style but he should not be rigid in his approach, where there is need he should be flexible i.e. teach the way the students like so that they would understand him better.

The teacher should always try to use different styles to his teaching. Otherwise, students might get bored. The teacher has to be a mix of what they like (their style) and what students like (their way of learning)! That would be the ideal teacher

Each teacher has her/his personal teaching style, and usually that is the way s/he teaches. But each person has a learning style, and if you want your students to grab things more quickly, find out about their style and give the whole class activities that suit every style. That is, one lesson can have visual things, songs (listening), writing exercises, reading. And that makes the class more active and more entertaining for you and for them. You will have less bored students

The best way to learn is to work hard at it; the best way to teach is not to let the students notice they're working hard. So this means you have to give them a certain amount of what they like and are interested in. But try to give them something they haven't seen before to stop them getting bored.

 

       Approved by:                                                                                                  Presented by:

 

Headmaster ,Mr. Hassan Abdullah Al-Temimi                                      Senior Teacher, Hussein Qasim

 

 

 

 

Tareq Ben Zeiad School

English Department

In-Service professional Development

 

15th October,2006

 

 

 

SPEAKING &   WRITING

(Different productive Skills)

 

There are many differences between the processes of speaking and writing. Writing is not simply speech written down on paper. Learning to write is not a natural extension of learning to speak. Unlike speech, writing requires systematic instruction and practice. Here are some of the differences between speaking and writing that may clarify things for you and help you in your efforts as a writer and speaker:

 

 

SPEECH

 

WRITING

 

Universal, everybody acquires it

 

Not everyone learns to read and write

 

Spoken language has dialect variations that represent a region

 

Written language is more restricted and generally follows a standardized form of grammar, structure, organization, and vocabulary

 

Speakers use their voices (pitch, rhythm, stress) and their bodies to communicate their message

 

Writers rely on the words on the page to express meaning and their ideas

 

 

Speakers use pauses and intonation

 

Writers use punctuation

 

Speakers pronounce

 

Writers spell

 

 

Speaking is often spontaneous and unplanned.

 

 

Most writing is planned and can be changed through editing and revision before an audience reads it

 

Speakers have immediate audiences who nod, interrupt, question and comment

Writers have a delayed response from audiences or none at all and have only one opportunity to convey their message, be interesting, informative, accurate and hold their reader’s attention.

 

SPEECH

 

 

WRITING

 

Speech is usually informal and repetitive

 

Writing on the other hand is more formal and compact. It progresses more logically With fewer explanations and digressions.

 

 

Speakers use simpler sentences connected by lots of ands and buts.

 

 

Writers use more complex sentences With connecting words like however, Who, although, and in addition.

 

Speakers draw on their listeners reactions to know how or whether to continue

 

Writers are often solitary in their process

 

Speakers can gauge the attitudes, beliefs, and feelings of their audience by their verbal and non-verbal reactions

 

 

Writers must consider what and how much their audience needs to know about a given topic

 

Consider the fact that................

Virtually nobody speaks Standard Written English. This is the dialect of English that is appropriate for professional, business, and academic writing. For example, no one always speaks in complete sentences or pronounces the final letter of every word. However, many people learn to translate their spoken dialect into Standard Written English when they write.

Both spoken and written dialects are linked to the social background, age, race, and gender of the writer, speaker and audience. Depending upon whom we are addressing, and what we are discussing, we can switch between formal and informal ways of communicating.

 

 

 

 

Approved by Headmaster                                 Presented by:English Senior Teacher

 

                                                                                 

Hassan Abdullah Al-Temimi                                               Hussein Qasim